小学生家长教育素质构成及其发展途径研究

发布时间：2019-06-19 04:40

【摘要】：教育始于家庭,家庭是孩子的第一所学校,而家长则是孩子的第一任老师。家长主导着家庭教育的过程,决定着家庭教育的成败。家庭教育是否能够有效、顺利的实施,在很大程度上取决于家长的教育素质。近年来,专家学者对家长教育素质内涵及结构构成并没有达成共识,更缺少对家长教育素质进行科学测量和评估的工具。家长教育素质到底由哪些方面构成,如何对其进行量化评估,其发展状态如何,影响其发展的主要因素有哪些,这些问题都值得我们进行深入探讨。本研究在借鉴国内外已有研究的基础上,通过对素质内涵、哲人教育思想、教师素质结构以及现代家庭教育理论与实践中有关家长教育素质构成的梳理,结合小学阶段家庭教育的任务和特点,初步构建出了小学生家长教育素质的理论模型。根据理论模型的构想,编制了《小学生家长教育素质调查问卷》,并抽取218名家长进行了初测。对初测结果进行了项目分析、探索性因子分析、验证性因子分析以及信效度检验等问卷标准化过程,删除了不符合标准的项目,并结合有关专家及部分小学生家长的意见,对问卷进行了修改,最后形成了调查小学生家长教育素质的正式问卷。以此为测量工具,选取了 860名小学生家长为调查对象,访谈了 20名家长、10名班主任老师,描述了小学生家长教育素质各维度及发展途径的运用现状;划分出五种家长教育素质类型并归纳其特征;以年级段为时间轴,描绘了小学生家长教育素质的发展状态曲线;结合访谈调查,分析了成因,探讨了学校、媒体、周边人群、专家、自身实践等发展途径对小学生家长教育素质发展的影响。通过对研究结果的分析与梳理,本研究最终形成以下5条结论:(1)小学生家长教育素质由教育观念、教育知识和教育能力构成,在教育观念影响下,教育能力以教育知识为基础,在教育知识发展轨迹上小幅波动发展。(2)《小学生家长教育素质调查问卷》具有良好的信效度,可以作为调查小学生家长教育素质发展现状的测量工具。(3)小学生家长教育素质总体处于被动适应状态,且素质结构处在不平衡状态,教育知识尤其理论性知识是制约教育素质发展的关键因素,按教育素质水平可将家长划分为难以应付型、疲于应付型、被动适应型、主动适应型和卓越创新型等五种类型,近一半家长属于被动适应型家长。(4)儿童发展观、儿童心理知识、建立良好亲子关系能力是制约小学生家长教育素质各维度发展的重要因素。(5)教育素质发展途径的运用状况总体处在一般水平,媒体途径对小学生家长发展自身的教育素质有着重要的影响,学校途径则是运用频率最高但影响最小的途径,周边人群、自身实践及专家途径对教育素质影响一般。基于以上结论,建议(1)加快推进家庭教育政策法律体系建设,充分发挥政府主导作用;(2)学校应为家长教育素质发展提供针对性支持;(3)家长应积极主动学习来提高自身的教育素质;(4)加强宣传引导,积极发挥大众传媒作用。
[Abstract]:Education starts with the family, the family is the first school of the child, and the parent is the first teacher of the child. The parents dominate the process of family education and determine the success or failure of family education. The effective and smooth implementation of family education depends to a great extent on the quality of the parents' education. In recent years, the experts and scholars have not reached a consensus on the connotation and structure of the quality of the parents' education, and the lack of tools to measure and evaluate the quality of the parents' education. What aspects of the quality of the parents' education, how to carry out the quantitative assessment, how to develop the status and the main factors that affect the development of the parents, these problems deserve our deep discussion. Based on the domestic and foreign research, this study, through the analysis of the quality connotation, the philosophy of the philosopher's education, the structure of the teacher's quality and the education quality of the parents in the modern family education theory and practice, combines the task and the characteristics of the family education in the primary stage. The theoretical model of the primary school's parents' education quality is constructed. According to the conception of the theoretical model, the questionnaire on the quality of parents' education of primary school students was prepared, and 218 parents were taken for the first time. The standardized process of the questionnaire, such as the project analysis, the exploratory factor analysis, the confirmatory factor analysis and the reliability and validity test, was carried out on the preliminary test results, and the non-standard items were deleted, and the questionnaire was revised in combination with the opinions of the relevant experts and the parents of the primary school students. Finally, a formal questionnaire to investigate the quality of parents' education in primary school children was formed. In this paper,860 primary school students were selected as the survey tool, and 20 parents and 10 head teachers were interviewed, and the current status of each dimension and the development way of the parents' education quality of the primary school students was described. Five types of parents' education quality were divided and their characteristics were summarized. The paper, taking the grade segment as the time axis, depicts the development status curve of the primary school students' parents' education quality, and analyzes the cause of the cause, and probes into the influence of the development of the school, the media, the surrounding people, the experts and the self-practice on the development of the parents' education quality of the primary school students. Through the analysis and analysis of the research results, the following five conclusions are finally formed in this study: (1) The quality of the primary school's parents' education is composed of the educational concept, the education knowledge and the educational ability. Under the influence of the educational concept, the educational ability is based on the education knowledge. In that course of educational knowledge development, the development of small-scale fluctuation. (2) The questionnaire for parents' education quality of primary school students has good faith and validity, and can be used as a measuring tool to investigate the current situation of the development of the parents' education quality of primary school students. (3) The overall quality of the parents' education in the primary school is in the passive adaptation state, and the quality structure is in an unbalanced state. The educational knowledge, especially the theoretical knowledge, is the key factor to restrict the development of the quality of the education. Nearly half of the parents of the passive adaptation type, the active adaptation type and the excellent innovation type belong to the passive adaptation type parent. (4) The children's development view, children's psychological knowledge and the ability to establish a good parent-child relationship are important factors that restrict the development of the primary school's parents' education quality. (5) The application of the educational quality development approach is generally at the general level, and the media approach has an important influence on the education quality of the primary school students' parents. Self-practice and expert approach have a general impact on the quality of education. Based on the above conclusions, it is suggested (1) to speed up the construction of the legal system of the family education policy and to give full play to the leading role of the government; (2) the school should provide the targeted support for the development of the parents' education quality; (3) the parents should take the initiative to study to improve their educational quality; (4) Strengthen the publicity and guidance and play a positive role in the mass media.
【学位授予单位】：延边大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G78

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